Hurry, Jane and Doctor, Estelle (2007) Assessing Literacy in Children and Adolescents. Journal of Child and Adolescent Mental Health, 12 (1). pp. 38-45. ISSN Print: 1475-357X
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Abstract
This review provides a framework for examining the assessment of literacy underpinned by current theories of reading and writing. Our choice of assessment tools was influenced by a desire to identify tests that are suitable for diagnosing students of all ages. The key dimensions identified were printed word recognition (lexical and nonlexical), comprehension and writing. We conclude that there is no single test currently available that provides a comprehensive profile of literacy difficulties. The assessor will require critical discrimination in choosing tests that are theoretically sound and diagnostically useful.
| Item Type: | Article |
|---|---|
| Additional Information: | The definitive version is available at www3.interscience.wiley.com |
| Uncontrolled Keywords: | Children (not specific age group); 17 - 18; UK; Assessment; Literacy; reading; writing; diagnostic; age range |
| Subjects: | Departments > Psychology and Human Development |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 18 May 2010 16:14 |
| Last Modified: | 26 Jun 2012 22:34 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/4835 |
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